Social interactions between preschool behaviorally handicapped children were measured under three experimental conditions during free-play: (a) active teacher involvement; (b) no teacher involvement; and (c) teacher structured free-play. The results are discussed in terms of their implications for ameliorating social interaction deficits among…

Games and dramatic activities can help students explore their personal responses to literary works.

Preschool children interacted with an adult model who was either low or highly rewarding to the child. Later the model displayed either a high or low degree of positive affect as he played with a nonpreferred toy. The model's affect influenced both the children's ratings of and imitative play with the toy. (Author/RD)

Discusses guidelines for using various teaching methods: (1) lecture, (2) discussion, (3) demonstration-performance, (4) dramatization, (5) role-play, and (6) problem situation or case studies. Reviews the strengths and weaknesses of each method. Also suggests determinants for the selection of methods. (CSS)

Recently a group of Newcastle teachers spent a week inside some London schools teaching classes they had never seen before. They worked with local teachers and children under the eagle eye of Dorothy Heathcote. Here is a report on the way that the week developed. (Editor/RK)

The purpose of leisure education for the handicapped is to develop awareness of leisure values and attitudes, social interaction skills, leisure activity skills, and knowledge of leisure resources. (JD)

Describes a role-play exercise in which several groups, of varying ability and of six members each, acted out a crime story, with the help of written information. Preparation included vocabulary and pronunciation exercises. After performance, errors were corrected and the play performed again, with roles re-distributed. (IFS/WGA)

Defines "creative rehersal" as a semi-structured playing of a narrative thread in a spontaneous manner by a child or group of children and an adult in order to practive problem solving abilities and describes the interaction of a child and an adult in such a situation. (MH)

A structured record form was tried out by a nursery nurses in one nursery school over a two-year period. Discussion centers on the problems and advantages of the particular approach used and on general issues related to record keeping at nursery school level. (Author)

Parents and teachers of 98 developmentally delayed children (ages 5-17) rated the childrens abilities for self-help, speech/language, and play skills and for the presence of behavior problems. Significant agreement was found on 77% of the items. The mean level of agreement was 68%. (Author/DB)

A school-based short-term intervention used successfully with impulsive, aggressive, shy, oversensitive, attention-disordered, and language- and learning-disabled elementary school students features exercises and activities such as generating ideas, rehearsing behaviors, and adapting behaviors to help students learn to "enter" play groups and join…

Children's joint production and maintenance of a peer culture in preschool settings is crucial to their development of a social identity. Theoreticians and researchers should consider what it is actually like to be a child to understand better how children's activities model and prepare them for the adult world. (Author/JL)

Analyzes the impact that play has on science and mathematics learning for preschool and elementary school children. Examples are given of learning opportunities in science and mathematics available through children's play. Also considers the attitudes developed through play--curiosity, divergent thinking and motivation--essential to learning in…

The peer interactions and cognitive levels of play of mildly developmentally delayed preschool children were compared as they participated in mainstreamed and specialized settings. They engaged in substantially higher rates of peer-related social behaviors and constructive play when mainstreamed. Factors affecting early childhood mainstreaming…

Suggests that using the game of finding answers to mystery clues can encourage children, particularly reluctant readers, to use the library. (JC)